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...They played Redden court in the semi-final which went to extra time, then to golden goal which we won to play Coopers in the final. The girls caught hard but lost 4-1 finishing 2nd in the Borough. Well done to Kitty, Pippa, Jolie, Cassie, Esther, Chloe, Caitlin, Emmanuela.


Very proud of our Year 7A netball team who came 2nd out of 14 schools last night in Havering. It was a cold wet horrible night but the girls worked really hard and didn’t complain once! ... more


Year 9 student Skylar Bailey took part in the Stratford and East London Music Festival in the half term. She did very well in every category.


An Options Evening for Year 8 students is taking place on Thursday 22nd February between 4pm and 7pm in the main school hall.


Parents' Consultation Evening for Years 7 and 10 - Thursday 1st March 4.30pm to 7.30pm


Year 9 pupils attending today’s meeting with Mr Turner from the Harris Experience’


... It is a great honour for us to have been chosen to take part in this prestigious event and a testament to the hard work of our students and staff.


... and The Gloriana Trust to reward schools with the most improved results in the previous academic year. Harris Rainham was chosed because we achieved one of the biggest increases in our 2017 Progress 8 score when compared to the previous year ... more


We are delighted to announce that Harris Academy Rainham has been invited to be one of just 5 schools chosen to participate in Gloriana Achievers' Day 2018. Gloriana is Her Majesty The Queen's Row Barge and Gloriana Achievers' Day was developed by Sir Steve Redgrave ...more


Advance Notice: There will a a Parents' Consulation Evening for Years 7 and 10 on Thursday 1st March from 430pm to 7.30pm. Students will receive a letter and appointment sheet on their return to school after half term.


Year 8 Options Booklet 2018 Published. See


Athletics training with Miss Soni tomorrow morning has been cancelled. Apologies for any inconvenience


Friday 9th Feb will be a normal school for year 11 students who will attend school at 9am to sit maths mock exam followed by science intervention session. Students need to be in full uniform. Finish time 1:30PM. The canteen will be open as normal for Year 11s.


Hot Chocolate Friday


Year 8 Options Evening Thursday 22nd February 4pm to 7pm.


Advance notice - INSET day Friday 9th February 2018. All students return to school Monday 19th February 2018.


Internet Matters!


Ms Sees, Music teacher, would like to invite students to try out for the choir. Wednesday mornings at 8:20am. All welcome. Poster designed by Year8 student Maddie Stephenson.


All Year 7 students are now registered on an exciting new reading program called Scholastic Reading Pro. Students were given information and login details during their Library Lessons but these can also be found on the school website


Year 7 student Bobby Earle has really embraced the new Scholastic Reading Program and loving the book generated from his reading list. Well done Bobby!

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Equalities & Additional Intervention

We believe that all children should be equally valued at our Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. We have a range of agreed policies.

Harris Academy Rainham is committed to inclusion and part of the Academy’s strategic planning involves developing cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take in to account their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, demographic group, ethnicity, additional need, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners such as

  • Students from families that are financially disadvantaged (PP - Pupil Premium)
  • Students who arrive with below nationally expected ability in any area (LAPs)
  • Boys or Girls
  • Students from minority faiths, ethnicities, travellers, asylum seekers, refugees
  • Students who have English as an additional language (EAL)
  • Students who have Special Educational Needs or a Disability (SEND)
  • Students who are Gifted and Talented (G&T)
  • Students who are Lesbian, Gay, Bisexual or Transgender (LGBT)
  • Students who are Looked After Children (LAC)
  • Young carers, sick children, children from families under stress



Spending the Pupil Premium successfully to maximize achievement

National Context

  • Nationally, in common with their peers in many countries, disadvantaged pupils in the UK fare less well in school than the cohort as a whole.
  • Statistics suggest that disadvantaged pupils are already behind their peers by the age of seven in terms of their use of language and vocabulary.
  • By the end of primary school statistics suggest that disadvantaged pupils are already 15% behind their peers in Maths and English.
  • During secondary school this gap widens such that the percentage of disadvantaged pupils achieving the government benchmark of 5A*C GCSEs with English & Maths was 36% in 2014/15 compared to 63% for their non-disadvantaged peers
  • After secondary schools disadvantaged pupils are less likely to attend further education and even less likely to maintain their courses.


For 2016/17 funding is estimated at £258.088.

Details of funding for 2015/16 (for ‘The Chafford School) and its impact is shown at Appendix 1.

The academy has around 229 eligible pupils within the academic year 2016/17.


Barriers to educational achievement

External Barriers

  • a lack of parental support for education in disadvantaged pupils accounts for low expectations and a lack of educational stimulus at home and engagement with school
  • a lack of educational experiences such as visits, discussion and clubs creates lower self-esteem and a narrower frame of reference
  • a lack of conversation and shared vocabulary in early years resulting in the gap in vocabulary at age seven as described above manifests in an inability to infer meaning from r=texts read in secondary school
  • disengagement with school caused by the reasons above leads to poor attendance and poor behaviour in disadvantaged pupils which is unconducive to learning
  • disengagement and lack of achievement causes inability to attend further education and a lack of experience of ‘sticking things out,’ causing poor resilience

In-school barriers

  • Poor Literacy skills
  • Poor Numeracy skills
  • EAL
  • Poor behaviour and social skills
  • Weak independent learning skill


Allocation of funds

Due to the current lack of success of the PPM group, the principles of allocation outlined in previous reports will be abolished and newly introduced systems, processes and beliefs concerning this group will be introduced to all stakeholders within the Academy.  The vast majority of funding is allocated to the employment of tutors and teaching and support staff to run targeted skill and subject specific support, intervention and revision sessions and to provide individualised pastoral care with a view to raising the achievement of the pupil premium group as a whole. Some expenditure is allocated to specialist external support where necessary.

One of the newest developments along these lines is the increased focus on reading age. Every pupil with a reading age lower than chronological age (pupil premium pupils nationally feature heavily in this category) will be subject to three hours intervention per week from 28th September 2015 until the reading age gap is closed such that further disadvantage in learning is minimised. Pupils in this category are to be retested at Easter to assess progress. 

Other spending includes that on specific pupil premium pupils to raise aspirations and self-esteem and to a lesser extent to support financially disadvantaged pupils to access resources such as courses and sports sessions, books and revision guides. A little is expected to be spent on pragmatic expenses such as travel assistance for financially disadvantaged or pupils without support networks to maintain their attendance at school or college.  Some very specific items of expenditure are planned to support those pupil premium pupils with learning or speech and language difficulties.

Strategies begin during the pupils’ final primary year. Members of our SENCO team will visit feeder primary schools, at the end of the academic year 2016/17, to assess the needs of incoming pupils. In order to quickly raise aspirations and promote a culture of high expectation a member of the senior leadership team meets personally during their last primary year the parents of every incoming year 7 pupil. Pupil, parent and senior leader signs a contract of expectation for specific rigorous targets which include standards of behaviour, attendance and academic performance (4 levels of progress to KS4.) Targets are set the same regardless of need or disadvantage except that in order to account for the learning effects of disadvantage in primary years (research suggests a 15% lack of progress by the time secondary school is reached,) the targets of pupil premium pupils are adjusted upwards.   Resources are thus automatically directed towards those who struggle most to meet targets and the academy effectively accepts responsibility explicitly for closing the pre-existing gap. Throughout the school career teaching staff and every senior and middle leader are held to account for these targets via performance management.  A dedicated full time pastoral team comprising qualified counsellors assists senior leaders in rigorously monitoring, investigating and addressing non-attendance, low level misbehaviour or perceived changes in attitude. Personal learning guides meet pupils in small groups each week to discuss learning. 

In addition, extensive training will be introduced for Teaching Assistants to deliver literacy intervention, such as programmes like ‘Read, Write, Inc’ (Ruth Miskin). In terms of numeracy, the Academy has implemented a ‘Catch up Numeracy’ programme, delivered by two members of staff, who have been fully trained in this method/approach. Elklan Training (Speech and Language) will also be undertaken by staff with a view to implement this in the current academic year. Most Able disadvantaged pupils are also enrolled on the ‘Harris Experience’, a programme that looks to offer this particular group of students enriching activities that fosters a love of learning.

Also, the Academy will be investigating and looking to use a life coach to work with students that have a particular need, which will in turn enhance their educational experience. Behaviour mentors will also be used to ensure students behaviour for learning is exemplary in and around the Academy. These support mechanisms are hoped to have a positive influence on students development, both academically and personally.

 In every year group for every subject, data on progress against target is collated every six weeks and analysed for gaps in progress between groups and interventions put in place. Underperformance attracts intervention in the form of specialised subject tuition in or out of timetable, after hours extra lessons or holiday timetables.  Funds are made available for disadvantaged pupils to experience life coaching sessions and aspirational trips such as ‘Harris Westminster’ for current Yr 11 high ability PPM pupils which may widen perspectives on further educational opportunities for this key group. Trips and visits may also promote character or develop self-esteem (such as kayaking) or purchase basic educational resources such as revision guides or catering ingredients.

Data evidenced guidance will be provided to every pupil and their parents by a senior leader when choosing GCSE or equivalent options. Senior leaders consider aspirations for university, the degree and quality of parental support and academic performance in guiding carefully on options choices. Pupil premium details are central to the process.  Following the collation of choices made, a review is made pupil by pupil by two senior leaders to ensure aspirations are not limited by choices. In year 11, pupil and parent resign a contract of expectation; pupils are allocated a mentor who is a member of the senior leadership team for the purpose of maintaining effort, focus and purpose and also to target support and relevant resources.  Data highlighting disadvantaged pupils is rigorously collected and monitored and made available to teaching staff for the purpose of identifying underachievement or highlighting concerns- this occurs on a half termly basis as routine, but can be looked upon for instant intervention if the need occurs.  On exam days, pupils are invited to the academy early where pastoral and teaching staff are available. Breakfast is provided free of charge to exam pupils. 



The academy has a systematic approach to narrowing the gap of disadvantaged pupils, which is in line with its new ethos of focusing on the needs of the individual child

The strategies above have been selected because they do not confuse disadvantage with lower ability or lower aspiration. Pupils whether disadvantaged or not share the same aspirations and the academy’s staff are held equally to account for them. Since these aspirations become expectations the academy’s resources are directed most to those whose need in meeting them is greatest.   The strategies recognise the diverse and fluid needs of pupils across groups and subjects and throughout their school careers and do not in any way segregate, excuse, patronise or inadvisably favour the disadvantaged thereby exposing them to the same rigour and learning experiences as their peers. The academy is engaged in developing a character development plan, with a member of staff accountability for this through a leadership opportunity role, which is specifically targeted at issues consistent with disadvantage.


Measuring the impact of PP




Success criteria


Attendance to be in line with academy target

96% attendance for PP students



Improved literacy skills

Reading assessments indicate that students have made significant progress in reading ages which will enable students to access the curriculum and make good progress.



Improved numeracy skills

Improved numeracy skills – assessed on entry and improvements measured



Progress data in line with non-PP students

Curriculum data indicates students are on track to achieve aspirational targets and that there is no difference between PP and non PP students



Improved parental engagement

Attendance at parent consultation evenings to be monitored.



Improve the behaviour of a minority of students (SEMH)

Reduced exclusion rates. Students demonstrate a thirst for learning in the classroom as evidenced by learning walks and progress data.



Develop independent learning skills

Students developing IL skills. Homework completion rates as an indicator of independent learning habits being acquired.  Resilience demonstrated in the classroom. Attendance at afterschool homework clubs.



Engagement with the wider curriculum

Attendance at before and after school activities shows increased participation.





Year 7 literacy and numeracy catch-up premium



2015-2016: £8,500 received.

2016-2017: £16,740.



Extensive training will be introduced for Teaching Assistants to deliver literacy intervention, such as programmes like ‘Read, Write, Inc’ (Ruth Miskin). In terms of numeracy, the Academy has implemented a ‘Catch up Numeracy’ programme, delivered by two members of staff, who have been fully trained in this method/approach. Elklan Training (Speech and Language) will also be undertaken by staff with a view to implement this in the current academic year



The next Strategy Review will be Summer 2018 (upon reflection of Year Group Academic Peformance).





Appendix 1

Evidence for achievement and progress of disadvantaged pupils in 2015/16

Disadvantaged pupils at the academy make significantly less progress than non disadvantaged pupils. They receive less good GCSEs statistically and have lower rates of expected progress compared with ‘other’ pupils.







Disadvantaged pupils

Non disadvantaged pupils

Disadvantaged pupils

Non disadvantaged pupils

5 A*C with En and Ma






Value added*






% making expected progress in English





% making expected progress in Maths








*Value added is a national reference point which measures the academic progress of pupils while in secondary school. A score of 1000 is considered national expected progress.

Evidence for attendance gaps for disadvantaged pupils (measured by free school meals entitlement (FSM) (RaiseOnline 2015)

In terms of attendance there is a tendency nationally and in the academy for PPM pupils to have greater absenteeism than non FSM. At ‘The Chafford School’ in 2015/2016 statistics show that overall attendance to available sessions was 91.30%, significantly lower than the Non PPM statistics of 94.59%. This reflects the national picture, with PPM students generally attending less than Non PPM pupils.

Evidence for behaviour of disadvantaged pupils (measured by free school meals entitlement (FSM) (RaiseOnline 2015)

Nationally and in the academy there is a tendency for behaviour to be more challenging with the FSM group than non FSM. At ‘The Chafford School’ in the academic year this would have been difficult to measure due to the lack of detailed analysis or evidence gathering in terms of behaviour. New systems and processes introduced by Usa Divakaran (Director of Resources) will enable comparable data in terms of behaviour for PPM Pupils and Non PPM pupils in line with HAR’s newly introduced behaviour policies.